This essay evolved from my keynote address for the plenary session of the ASEAN Conference for Young Scientists 2019 organized by the ASEAN Secretariat, Vietnam Ministry of Science and Technology—whose main theme is sustainability science—organized at Hanoi-based Phenikaa University. It has also benefited from my advisory work for the International Union for Conservation of Nature (IUCN).

As the future of human development increasingly hinges on the need for sustainable education and science, this essay re-examines the imminent threats to humankind and the relevance of achieving the United Nations’ Sustainable Development Goals (SDGs) to science-technology research among today’s young scientists. It also discusses some socio-political and economic challenges to achieving sustainability and argues that developing sustainability science is difficult but not impossible. The hope lies in our current efforts to build productive and creative scientific communities through nurturing (...) youth engagement with science and the scientific mindset. (shrink)

This paper examines the complexity and fluidity of maternal identity through an examination of narratives about "real motherhood" found in children's literature. Focusing on the multiplicity of mothers in adoption, I question standard views of maternity in which gestational, genetic and social mothering all coincide in a single person. The shortcomings of traditional notions of motherhood are overcome by developing a fluid and inclusive conception of maternal reality as authored by a child's own perceptions.

Redresses the critical neglect of uplifting literature for children from the 16th to the 19th century, by looking at how catechisms, poetry, allegories, parables, short stories, novels, and plays handle the motif of imagining heaven on earth. Annotation copyright by Book News, Inc., Portland, OR.

Until recently, the nature of children’s well-being or prudential value remained all but unexplored in the literature on well-being. There now exists a small but growing body of work on the topic. In this chapter, I focus on a cluster of under-explored issues relating to children’s well-being. I investigate, in specific, three distinct (and to my mind puzzling) positions about it, namely, that children’s lives cannot on the whole go well or poorly for them, prudentially speaking; that the prudential (...) goods of childhood count for less than the same goods of adulthood towards the prudential value of an individual’s life as a whole; and that children’s prudential goods (or goods more generally) are (at least in some cases) in some way special. This chapter is divided into four main sections. In the first section, I briefly describe some accounts of the nature of children’s well-being. In the next three sections, I address the three somewhat puzzling positions mentioned above. (shrink)

Can we identify potential long-term consequences of digitalisation on public health? Environmental studies, metabolic research, and state of the art research in neurobiology point towards the reduced amount of natural day and sunlight exposure of the developing child, as a consequence of increasingly long hours spent indoors online, as the single unifying source of a whole set of health risks identified worldwide, as is made clear in this review of currently available literature. Over exposure to digital environments, from abuse (...) to addiction, now concerns even the youngest (ages 0 to 2) and triggers, as argued on the basis of clear examples herein, a chain of interdependent negative and potentially long-term metabolic changes. This leads to a deregulation of the serotonin and dopamine neurotransmitter pathways in the developing brain, currently associated with online activity abuse and/or internet addiction, and akin to that found in severe substance abuse syndromes. A general functional working model is proposed under the light of evidence brought to the forefront in this review. (shrink)

The growth and development of children are closely related to the role of a mother, not a few mothers, and having the task of caring for children and working women, which will lead to suboptimal childcare. At this time, many android-based information system facilities that can be used to streamline child care for a mother who is a working woman. This study aimed to provide an overview and ideas of using android-based digital media in childcare to maximize children's growth (...) and development for working mothers with a literature review method. From the study results and review of 10 selected journals, it was concluded that for parents of workers who cannot maximize childcare time or parenting time, many applications could facilitate parents to monitor the child's growth and development safely. The development of a child health nursing management information system can include healthy children, sick children, education, environment, and parenting patterns. The implication of developing a child health nursing management information system during parenting is very useful ad preventive and promotive action in children’s health. Child nurses can effectively, efficiently, quickly, and accurately identify problems that arise in the preventive process so that they are expected to make nursing interventions that are also right on target. (shrink)

The authors describe the organization of a review of research literature on the relationship between Philosophy for/with Children (P4/wC) and religious education/education for spirituality (RE-EfS). They summarize a debate about whether the two are mutually enhancing or incompatible. They explain delimiting the scope of the project and present a grid of research questions used to analyze the literature. They summarize findings on how P4/wC is relevant to five categories of aims of RE-EfS: hermeneutical, cultural, socio-political, moral/spiritual, and epistemological. (...) Many papers in the latter category promote P4/wC as a method for children’s epistemic agency in constructing their religious beliefs. Some respond to objections that children may reject traditional beliefs. Few address potential confusion and angst of children asked to question and defend their religious views. The authors conclude that the pragmatic thrust of P4/wC in resisting a dichotomy between religious and scientific thinking is a value to post-secular society. (shrink)

In this paper, I explore the Guam Department of Education's (GDOE) decolonization efforts and the potential role of Philosophy for Children (P4C) as a strategic tool for its advancement. I begin with a discussion of Guam's colonial context and its implications for contemporary education on the island. While the GDOE's current attempts to decolonize Guam's public education emphasize the need for an "official body of knowledge," many CHamoru scholars and activists have argued that it is not enough. This paper agrees (...) that such content-based reforms are insufficient and advocates for a more nuanced approach to education through P4C. Drawing on the P4C literature and decolonial education, I argue that while P4C alone may not bring about structural change, its pedagogical framework offers a promising alternative when adapted to indigenous contexts. The paper proposes that P4C can serve as a "Trojan Horse" within public schools, fostering decolonial acts of resurgence by elevating indigenous knowledge, welcoming indigenous masters, and empowering CHamoru students within a Westernized educational setting. (shrink)

The intent of this chapter is to suspend the belief in the goodness of literacy -- our chirographic bias -- in order to gain a deeper understanding of how the engagement with texts structures human consciousness, and particularly the minds of children. In the following pages literacy (a term which in this chapter refers to the ability to read and produce written text) is discussed as a consciousness altering technology. A phenomenological analysis of the act of reading shows the child’s (...) engagement with texts as a perceptual as well as a symbolic event that builds upon but also alters children’s speech acts. Speaking and reading are both forms of language use, but with different configurations of perceptual and symbolic qualities. Children’s literature uses textual technology and, intentionally or not, participates in structuring children’s pre-literate minds. Some of its forms, such as picture books and early readers, are directly intended to bridge the gap between the pre-literate listener and the literate reader and ease the transition into the literate state. It is my hope that the phenomenological analysis of the experiences of speaking and reading might help us understand more clearly how children’s literature impacts the minds of children. Such an analysis can awaken a critical awareness of the power that letters wield as they shape the reader’s psychological reality, and it can sharpen our sense of wonder about the metamorphosis of language from speaking to writing. (shrink)

This research article dealt with interpersonal communication skills among children and proactive stance to life’s puzzles. A review of related literature was performed to examine interpersonal communication, interpersonal communication skills, interpersonal communication and a proactive stance in conflict resolution, and the development of communication skills in children in a puzzled world. The study noted that children should be allowed and guided appropriately to express themselves clearly and assertively; parents should follow up on their children regularly and should build on (...) teachers' efforts at home. Parents should also allow teachers to do their job of teaching, counselling, and rewarding positively (praise, commend) or negatively (punish) based on the circumstances; teachers should use a child-centered approach in order to make the class lively, interesting, and engaging for children. In addition, they should show empathy and try to be close to the children as much as possible to curb the actions of the loquacious ones and help the shy or withdrawn children to come out of their shells as they prepare for the task ahead in a challenging but essential milieu as they mature and are integrated into the system. The government should implement better incentives and policies to encourage teachers to contribute to the growth and positive development of the child through remuneration and promotion that are timely and in line with their quota. (shrink)

This article aims to put into dialogue Philosophy for Children (P4C) and education rights. Whereas rights have robust conceptualizations and have been the topic of many scholarly discussions, scholarship on P4C still has a lot to unpack for a more expansive understanding, especially when scaled up to the level of rights. This work asks whether or not the rhetoric of “rights” can be used to discuss if P4C has a rightful place to be a mandatory part of school curriculum. Thus (...) the article explores how P4C is positioned between children education and rights discourses. The range of views on P4C is broad enough to prevent the concentration of discursive power in a single source or authority in terms of scale of discussion. P4C is therefore subject to both scrutiny and praise in the same way that other human rights ideologies have been. In conclusion, this work hopes to speak and contribute to the literature on P4C by problematizing children’s discursive positions as learners and citizens with rights. (shrink)

This article examines the possibility of philosophizing about mathematics with children. It aims at outlining the nature of the practice of philosophy of mathematics with children in a mainly theoretical and exploratory way. First, an attempt at a definition is proposed. Second, I suggest some reasons that might motivate such a practice. My thesis is that one can identify an intrinsic as well as two extrinsic goals of philosophizing about mathematics with children. The intrinsic goal is related to a presumed (...) inherent importance of presenting children with some philosophical questions about mathematics. The extrinsic goals consist of first the positive effects such a practice can have on mathematical learning and abilities and second the fostering of children's understanding of philosophical method of inquiry and thinking and therefore of their philosophical thinking competences. Third, some examples found in the literature of previously developed ways of practising philosophy of mathematics with children are presented. This article aims at giving a general outlining picture of the issues surrounding the practice of philosophy of mathematics with children and should therefore be read as an encouragement to further development and studies. (shrink)

We provide a cognitive analysis of how children represent belief using mental files. We explain why children who pass the false belief test are not aware of the intensionality of belief. Fifty-one 3½- to 7-year old children were familiarized with a dual object, e.g., a ball that rattles and is described as a rattle. They observed how a puppet agent witnessed the ball being put into box 1. In the agent’s absence the ball was taken from box 1, the child (...) was reminded of it being a rattle, and emphasising its being a rattle it was put back into box 1. Then the agent returned, the object was hidden in the experimenter’s hands and removed from box 1, described as a ‘‘rattle,” and transferred to box 2. Children who passed false belief had no problem saying where the puppet would look for the ball. However, in a different condition in which the agent was also shown that the ball was a rattle they erroneously said that the agent would look for the ball in box 1, ignoring the agent’s knowledge of the identity of rattle and ball. Their problems cease with their mastery of second-order beliefs. Problems also vanish when the ball is described not as a rattle but as a thing that rattles. We describe how our theory can account for these data as well as all other relevant data in the literature. (shrink)

Preface: The following article is an adaptation of an open letter sent by the au- thor to the local U.S. Elementary School Administration on October 14, 2022, in response to the introduction of Transgender Literature in grades 2 and above (starting age 7) in the local US elementary school attended by the author’s children. More specifically, children have been introduced to three books: I Am Jazz, by Jessica Herthel and Jazz Jennings; Jacob’s New Dress, by Ian Hoffman and Sarah (...) Hoffman; and Born Ready. The True Story of a Boy Named Penelope, by Jodie Patterson. As part of this, children have been asked to join discussion in class to talk about the contents of each book and other related literature. Of note, several meetings with the administration and the school board have followed, but no changes have been made to the administration and content of the literature presented to children, with the exception of parents’ voluntary exclusion, per direct request, of their children from class time in which the books above and related new literature will be discussed in the future. Furthermore, these topics have also been discussed as part of a recent Lecture the author presented at the Academy of Sciences of Rome with the title “Science or Ideology?” in November 2022. (shrink)

Many moral debunking arguments are driven by the idea that the correlation between our moral beliefs and the moral truths is a big coincidence, given a robustly realist conception of morality.One influential response is that the correlation is not a coincidence because there is a common explainer of our moral beliefs and the moral truths. For example, the reason that I believe that I should feed my child is because feeding my child helps them to survive, and natural selection instills (...) in me beliefs and dispositions that help my children survive since that is conductive to my genes continuing through the generations. Similarly, the reason that it's morally good to feed my child is because it helps them to survive, and survival is morally valuable.But if we look at some cases from scientific practice, and from everyday life, we can see, I argue, why this response fails. A correlation can be coincidental even if there is a common explainer. I give an account of the nature of coincidence that draws upon recent literature on scientific explanation and argue that the correlation between moral belief and moral truth is a coincidence, even given such common explainers. And I use this to defend a certain form of debunking argument. (shrink)

Cognitive science can help literary scholars formulate specific questions to be answered by archival research. This essay takes, as its starting point, embedded mental states (that is, mental states about mental states) and their role in generating literary subjectivity. It then follows the transformation of embedded mental states throughout several manuscripts of Christa Wolf’s autobiographical novel, Patterns of Childhood (Kindheitsmuster, 1976), available at the Berlin Academy of Arts. The author shows that later versions of Patterns of Childhood have more complex (...) embedments in the chapter describing the adolescent protagonist’s relationship with her schoolteacher. This textual development is integral to the process whereby the presumably authentic memories of the past are constructed to fit the present needs of the person who is doing the remembering. Accompanying the three case studies of the manuscript revision is a discussion of theoretical and practical implications of this “cognitive-archival” approach to literature. (shrink)

Although social scientists have identified diverse behavioral patterns among children from dissimilarly structured families, marketing scholars have progressed little in relating family structure to consumption-related decisions. In particular, the roles played by members of single-mother families—which may include live-in grandparents, mother’s unmarried partner, and step-father with or without step-sibling(s)—may affect children’s influence on consumption-related decisions. For example, to offset a parental authority dynamic introduced by a new stepfather, the work-related constraints imposed on a breadwinning mother, or the imposition of adult-level (...) household responsibilities on children, single-mother families may attend more to their children’s product preferences. -/- Without a profile that includes socio-economic, behavioral, and psychological aspects, efficient and socially responsible marketing to single-mother households is compromised. Relative to dual-parent families, single-mother families tend to have fewer resources and less buying power, children who consume more materialistic and compulsively, and children who more strongly influence decision making for both own-use and family-use products. Timely research would ensure that these and other tendencies now differentiate single-mother from dual-parent families in ways that marketers should address. Hence, our threefold goal is (1) to consolidate and highlight gaps in existing theory applied to studying children’s influence on consumption-related decision making in single-mother families, and (2) to propose a hybrid framework that merges two theories conducive to such research, and (3) to identify promising research propositions for future research. (shrink)

Children's vulnerability gives rise to duties of justice towards children and determines when authority over them is legitimately exercised. I argue for two claims. First, children's general vulnerability to objectionable dependency on their caregivers entails that they have a right not to be subject to monopolies of care, and therefore determines the structure of legitimate authority over them. Second, children's vulnerability to the loss of some special goods of childhood determines the content of legitimate authority over them. (...) My interest is in the so-far little-discussed goods of engaging in world discovery, artistic creation, philosophical pursuits and experimentation with one's self. I call these ‘special goods of childhood’ because individuals, in general, only have full access to them during childhood and they make a distinctive and weighty contribution to wellbeing. Therefore, they are part of the metric of justice towards children. The overall conclusion is that we ought to make good institutional care part of every child's upbringing. (shrink)

Emerging reprogenetic technologies may radically change how humans reproduce in the not-so-distant future. One foreseeable consequence of disruptive innovations in the procreative domain is an increase in the reproductive autonomy of intended parents. Regarding the prospective parental liberty of enhancing non-health–related traits of the offspring, one controversy has particularly dominated the literature. Does parents' choice of genetically enhancing the traits of their descendants compromise children's future personal autonomy? In this article, I will analyse the main arguments which posit (...) that reprogenetic enhancement could be at odds with the child's future autonomy. I will argue that these objections are ill-founded. Moreover, I will present other arguments that show that reprogenetic technologies can enhance the autonomy of future children. Autonomy enhancement is a plausible and pro tanto desirable application of emerging reprogenetic technologies. (shrink)

金持ちと有名人に別のテイクはどうですか?まず、ハリー・ポッターの小説は、子供たちが世界に責任を持つのではなく、ファンタジーを信じることを奨励する原始的な迷信です。JKRは、ほとんどの人と同じくらい自分 自身と世界について手がかりはありませんが、平均的なアメリカ人の約200倍、平均的な中国人の約800倍の破壊的です。彼女は、これらのゴミ小説とそれに続くすべての侵食を生み出すために、おそらく30,000 ヘクタールの森林の破壊を担当してきました(地球上のすべての人のために海に少なくとも6トンとおそらく12トン/年の土壌、またはアメリカ人1人あたり100トンなので、ローリングの本やmov iesと彼女の3人の子供たちのために約5000トン/年ですies and her)。地球は毎年表土の少なくとも1%を失うので、2100に近づくにつれて、その食糧栽培能力のほとんどはなくなりました。その後、本や映画、プラスチック人形などを作り、配布するために作られた燃料や廃棄 物の膨大な量があります。彼女は、何百万人もの人々を使って家族計画や熱帯雨林の購入を奨励するのではなく、子供たちを生み出し、イギリス、アメリカ、世界、そして彼女の子孫の将来を破壊している第3世界至上主義 の従来のリベラルな愚かさを促進することによって、社会的責任の欠如を示しています。もちろん、彼女は他の7とそれほど変わりません。80億の手がかりのない - ちょうど騒がしい、より破壊的な. それは無料の昼食の問題は大きいです。暴徒は、他の人に危害を加えずに一人の人を助けることのようなものがないことを見ることができません。過密な世界への新規参入者に与えられた権利や特権は、他の人の権利や特権 を暗くすることしかできません。毎日どこでも目の前で起こっている大規模な生態学的災害にもかかわらず、彼らは前世紀の人口増加の大部分を占める「多様」の拘束されていない母性にそれらを固定することはできません 。彼らは、産業文明の最終的な崩壊に社会の資源と機能に対する日々の攻撃を推定するために必要な知性、教育、経験と正気のいくつかの組み合わせを欠いています。各食事、車やバスでの各旅行、靴の各ペアは、地球の棺 の中の別の釘です。ロンドンからサンフランシスコへの飛行機の1つの座席が、約3平方メートルの海氷を溶かす約1トンの炭素を生産し、過剰な特権の一つとして、彼女はおそらく何百ものフライトを飛ばしたことは、彼 女の心を横切ったことはありません。 金持ちや有名人だけでなく、事実上すべての教師を含むほぼすべての公人は政治的に正しいと圧力を受けており、西洋民主主義では、現在、社会民主主義(ネオマルクス主義者、すなわち希薄な共産主義者)第三世界至上主 義者が自分たちの社会と子孫の破壊のために働くことを意味しています。だから、教育、経験、知性(そして基本的な常識)が欠けている人々は、彼らが公の声明を出すのを全く禁止すべきであるが、すべてのメディアを完 全に支配し、知的で文明的な人々が民主主義、多様性、平等を支持しなければならないという印象を作り出す一方で、真実はこれらが問題であり、解決策ではなく、彼ら自身が文明の主要な敵であるという印象を作り出す。 民主主義第2nd ed(2019年)などによる私の自殺を参照してください .

कैसे के बारे में एक अलग अमीर और प्रसिद्ध पर ले? सबसे पहले स्पष्ट है-हैरी पॉटर उपन्यास आदिम अंधविश्वास है कि बच्चों को कल्पना में विश्वास करने के बजाय दुनिया के लिए जिम्मेदारी लेने के लिए प्रोत्साहित कर रहे हैं - पाठ्यक्रम के आदर्श. JKR बस के रूप में खुद को और ज्यादातर लोगोंके रूप में दुनिया के बारे में अनजान है, लेकिन के बारेमें 200 बार के रूप में विनाशकारी के रूप में औसत अमेरिकी और के बारे में 800 (...) बार औसत चीनी से अधिक के रूप में. वह शायद 30,000 हेक्टेयर जंगल के विनाश के लिए जिम्मेदार है इन कचरा उपन्यास और सभी कटाव आगामी उत्पादन (के रूप में यहकम सेकम 6 और शायद 12 टन / प्रति अमेरिकी, और तो के बारे में 5000 टन /पृथ्वी हर साल अपने topsoil के कम से कम 1% खो देता है, तो के रूप में यह 2100 के पास, अपने भोजन की बढ़ती क्षमता के सबसे चला जाएगा.फिर वहाँ ईंधन जला दिया और कचरे की भारी राशि बनाने के लिए और किताबें और फिल्मों, प्लास्टिक गुड़िया आदि वितरित किया है वह अपने लाखों लोगों का उपयोग करने के बजाय अपने लाखों लोगों का उपयोग करने के लिए परिवार नियोजन को प्रोत्साहित करने या वर्षा वन खरीदने के द्वारा सामाजिक जिम्मेदारी की उसकी कमी से पता चलता है, और 3 दुनिया वर्चस्व है कि ब्रिटेन, अमेरिका को नष्ट कर रहा है की पारंपरिक उदार मूर्खता को बढ़ावा देने के द्वारा, दुनिया और उसके वंशज के भविष्य. बेशक, वह है कि अन्य 7 से अलग नहीं है.8अरब अनजान - बस noisier और अधिक विनाशकारी. यह कोई मुफ्त दोपहर के भोजन की समस्या रिट बड़ी है. भीड़ सिर्फ यह नहीं देख सकता कि दूसरों को नुकसान पहुंचाए बिना एक व्यक्ति की मदद करने जैसी कोई चीज नहीं है। एक भीड़ भरे दुनिया में नए प्रवेशकों को दिए गए अधिकार या विशेषाधिकार केवल दूसरों के उन लोगों को मंद कर सकतेहैं। बड़े पैमाने पर पारिस्थितिक आपदाओं के बावजूद उनके सामने हर जगह हर रोज हो रहा है, वे उन्हें "विभिन्न" है, जो पिछली सदी की जनसंख्या वृद्धि के अधिकांश के लिए खातों की अनियंत्रित मातृत्व के लिए पिन नहीं कर सकते हैं और उस सब में इस एक. वे खुफिया, शिक्षा, अनुभव और विवेक के कुछ संयोजन की कमी के लिए संसाधनों और औद्योगिक सभ्यता के अंतिम पतन के लिए समाज के कामकाज पर दैनिक हमलों extrapolate आवश्यक. प्रत्येक भोजन, कार या बस से प्रत्येक यात्रा, जूते की प्रत्येक जोड़ी पृथ्वी के ताबूत में एक और कील है.यह संभावना उसके मन को पार नहीं किया है कि लंदन से सैन फ्रांसिस्को के लिए एक विमान पर एक सीट कार्बन की एक टन जो समुद्र बर्फ के बारे में 3 वर्ग मीटर पिघला देता है और overprivileged वह शायद ऐसी उड़ानों के सैकड़ों भेजा है में से एक के रूप में उत्पादन. न केवल अमीर और प्रसिद्ध है, लेकिन लगभग सभी शिक्षकों सहित लगभग किसी भी सार्वजनिक व्यक्ति, राजनीतिक रूप से सही है, जो पश्चिमी लोकतंत्र में, अब सामाजिक लोकतांत्रिक(Neomarxist यानी, पतला कम्युनिस्ट) तीसरे का मतलब है दबाव डाला जाता है दुनिया supremacists अपने स्वयं के समाज और अपने स्वयं के वंशजों के विनाश के लिए काम कर रहे. तो, जिनकी कमी ओएफ शिक्षा, अनुभव, खुफिया (और बुनियादी सामान्य ज्ञान), जो उन्हें सब पर किसी भी सार्वजनिक बयान करने से निषेध करना चाहिए, पूरी तरह से सभी मीडिया पर हावी है, धारणा है कि बुद्धिमान और बनाने सभ्य लोकतंत्र, विविधता और समानता के पक्ष में होना चाहिए, जबकि सच्चाई यह है कि ये समस्याएं हैं और समाधान नहीं हैं, और यह कि वे स्वयं सभ्यता के प्रमुख शत्रु हैं।लोकतंत्र 2 द्वारा मेरी आत्महत्या देखेंएन डीएड (2019). (shrink)

There is wide agreement that children have human rights, and that their human rights differ from those of adults. What explains this difference which is, at least at first glance, puzzling, given that human rights are meant to be universal? The puzzle can be dispelled by identifying what unites children’s and adults’ rights as human rights. Here I seek to answer the question of children’s human rights – that is, rights they have merely in virtue of being human and of (...) being children – by exploring how children’s interests are different from adults’, and how respect for children’s and adults’ moral status yields different practical requirements. If human rights protect interests, then children have many, but not all, of the human rights of adults, and, in addition, have some human rights that adults lack. I discuss the way in which children’s human rights, as I conceive of them here are, or fail to be, reflected in the law; as an illustration, I use the most important legal document listing children’s rights, namely the 1990 United Nations Convention on the Rights of the Child. (shrink)

Many social situations require a mental model of the knowledge, beliefs, goals, and intentions of others: a Theory of Mind (ToM). If a person can reason about other people’s beliefs about his own beliefs or intentions, he is demonstrating second-order ToM reasoning. A standard task to test second-order ToM reasoning is the second-order false belief task. A different approach to investigating ToM reasoning is through its application in a strategic game. Another task that is believed to involve the application of (...) second-order ToM is the comprehension of sentences that the hearer can only understand by considering the speaker’s alternatives. In this study we tested 40 children between 8 and 10 years old and 27 adult controls on (adaptations of) the three tasks mentioned above: the false belief task, a strategic game, and a sentence comprehension task. The results show interesting differences between adults and children, between the three tasks, and between this study and previous research. (shrink)

Как насчет другого взять на богатых и знаменитых? Во-первых, очевидное - романы о Гарри Поттере - это примитивные суеверия, которые побуждают детей верить в фантазию, а не брать на себя ответственность за мир - норма, конечно. JKR как раз как clueless о себе и мире как большинств люди,но около 200 времен как разрушительно как средний американец и около 800 времен больше чем средний китаец. Она несет ответственность за уничтожение, может быть, 30000 гектаров леса для производства этих романов мусора и все (...) эрозии последующем (не тривиально, как этопо крайней мере 6 и, возможно, 12 тонн / год почвы в океан для всех на земле или, может быть, 100 тонн на американских, и так около 5000 тонн / год для книг Роулинг и movies иее 3 детей). Земля теряет по крайней мере 1% своего верхнего слоя почвы каждый год, так как она приближается к 2100, большая часть его потенциала выращивания продуктов питания исчезнет. Тогда есть огромное количество горючего сжигается и отходов, чтобы сделать и распространять книги и фильмы, пластиковые куклы и т.д. Она показывает ее отсутствие социальной ответственности, производя детей, а не использовать ее миллионы для поощрения планирования семьи или скупить тропический лес, а также путем поощрения обычных либеральной глупости 3-го мирового превосходства, что разрушает Великобритании, Америки, мира и будущего ее потомка. Конечно, она не сильно отличается от остальных 7. 8 миллиардов невежественных - просто шумнее и более разрушительным. Это - не бесплатная проблема обеда, большая. Толпа просто не может видеть, что нет такого понятия, как помогать одному человеку, не причиняя вреда другим. Права или привилегии, предоставленные новым абитуриентам в переполненном мире, могут лишь приглушить правадругих. Несмотря на массовые экологические катастрофы, происходящие перед ними повсюду каждый день, они не могут приколоть их к безудержной материнства "разнообразных", что составляет большую часть прироста населения в прошлом веке, и все это в этом. Им не хватает определенного сочетания интеллекта, образования, опыта и здравомыслия, необходимых для экстраполирования ежедневных посягательств на ресурсы и функционирование общества на возможный крах индустриальной цивилизации. Каждая еда, каждая поездка на машине или автобусе, каждая пара обуви является еще одним гвоздем в гроб земли. Он, вероятно, никогда не приходило ей в голову, что одно место на самолете из Лондона в Сан-Франциско производит около одной тонны углерода, который тает около 3 квадратных метров морского льда и в качестве одного из перепривилегированных она, вероятно, пролетел сотни таких рейсов. Не только богатые и известные, но почти любой общественный деятель на всех, в том числе практически все учителя, давление, чтобы быть политически корректным, что в западных демократиях, в настоящее время означает социал-демократической(неомарксистской т.е. разбавленный коммунист) третьего мира превосходства, работающих на уничтожение своих собственных обществ и их собственных потомков. Таким образом, те, у кого не хватаетобразования, опыта, интеллекта (и основного здравого смысла), которые должны запрещать им делать какие-либо публичные заявления вообще, полностью доминируют во всех средствах массовой информации, создавая впечатление, что умные и цивилизованные должны способствовать демократии, разнообразию и равенству, в то время как истина заключается в том, что это проблемы, а не решения, и что они сами являются главными врагами цивилизации. Смотрите мой Самоубийство демократии 2nd ed (2019) и другие. (shrink)

This article analyses how child victims of abuse may be subjected to hermeneutical injustice. I start by explaining how child victims are hermeneutically marginalised by adults’ social and epistemic authority, and the stigma around child abuse. In understanding their abuse, I highlight two epistemic obstacles child victims may face: (i) lack of access to concepts of child abuse, thereby causing victims not to know what abuse is; and (ii) myths of child abuse causing misunderstandings of abuse. When these epistemic obstacles (...) cause the child victims to fail to see themselves as being abused and/or to get adults to recognise that they are being abused, I argue that this constitutes hermeneutical injustice. While some may justify obstructing epistemic access to concepts of abuse on the grounds of parental rights and protection of children’s innocence, I reply that both grounds are unjust in light of children’s basic rights and the fact that children can easily be taught such concepts in a child-appropriate manner. The case of child abuse prompts important reflections on existing epistemic injustice literature, particularly on the ways in which hermeneutical injustice materialises, the epistemic responsibilities of institutional bodies and individuals, and the interrelationship between testimonial and hermeneutical injustice. (shrink)

对富人和名人有不同的看法怎么样？首先显而易见的——哈利·波特小说是原始的迷信,鼓励孩子们相信幻想,而不是对世界负责——当然,这是常态。JKR和大多数人一样对自己和世界一无所知,但破坏力是普通美国人的2 00倍,比一般中国人高出800倍。她一直负责破坏大约3万公顷的森林,以产生这些垃圾小说和所有的侵蚀(不是微不足道的,因为它至少是6,也许12吨/年的土壤进入海洋,地球上的每个人或100吨每个美国人,所 以约5000吨/年罗琳的书和莫夫和她的3个孩子)。地球每年至少损失1%的表土,因此,当它接近2100年时,大部分粮食的生长能力将消失。然后是大量的燃料燃烧和废物,使书籍和电影,塑料娃娃等。她通过生孩子 ,而不是用她数百万的人来鼓励计划生育或购买雨林,以及通过宣扬正在毁灭英国、美国、破坏英国、美国、、世界和她的后代的未来。当然,她和其他7个也没有什么不同。8十亿无头 - 只是嘈杂和更破坏性的. 这是没有免费的午餐问题写大。暴徒们就是看不上没有伤害别人就能帮助一个人。给予新进入拥挤世界的人的权利或特权只能使其他人的权利或特权黯然失色。尽管每天都在他们面前发生大规模的生态灾难,但他们无法把它们与 "多样化"的无拘无束的母性相统一,因为"多样化"占上个世纪人口增长的大部分时间。一个。他们缺乏智力、教育、经验和理智,因此需要将每天对社会资源和运作的攻击推断为 工业文明的最终崩溃。每顿饭,每次坐汽车或公共汽车旅行,每双鞋都是地球棺材里的另一颗钉子。她可能从未想过,从伦敦飞往旧金山的飞机上的一个座位会产生大约一吨的碳,融化了大约3平方米的海冰,而作为特权阶层之 一,她可能飞过数百次这样的航班。 不仅富人和名人,而且几乎任何公众人物,包括几乎所有的教师,都被迫在政治上正确,这在西方民主政体中,现在意味着社会民主(新马克思主义者——即被稀释的共产主义者)第三位。世界至高无上主义者为毁灭自己的社会 和自己的后代而工作。因此,那些缺乏教育、经验、智力(和基本常识)的人,应该禁止他们发表任何公开声明,完全主宰着所有媒体,给人留下一种印象,即聪明和文明必须有利于民主、多样性和平等,而事实是,这些是问题 而不是解决办法,它们本身就是文明的主要敌人。看到我的自杀民主2nd(2019).

A philosophical discussion of children's well-being in which various existing views of well-being are discussed to determine their implications for children's well-being and a variety of views of children's well-being are considered and evaluated.

The article presents a theory of the basis and nature of parents’ rights that appeals to the goods distinctively produced by intimate-but-authoritative relationships between adults and the children they parent. It explores the implications of that theory for questions about parents’ rights to raise their children as members of a religion, with particular attention to the issue of religious schooling. Even if not obstructing the development of their children’s capacity for autonomy, parents exceed the bounds of their legitimate authority in (...) so far as they aim deliberately to influence their children’s religious views. Healthy familial relationships involve some identification of child with parent and require a sphere of spontaneous interaction between parent and child that are in any case likely to influence those views and constitute a standing threat to autonomy. Correcting over-deferential understandings of parents’ rights enables schools better to promote not only children’s autonomy but also other legitimate civic goals. (shrink)

Attacks on migrant and refugee entrepreneurs and their properties by South African rivals and ordinary citizens have become a common phenomenon throughout the country, including the city of Cape Town. Business robberies often result in deaths or serious injuries. The Somali Community Board has noted that over 400 Somali refugees, many of them informal traders, were murdered in South Africa between early 2002 and mid-2010. The police are frequently accused by migrants of fomenting or turning a blind eye to xenophobic (...) attacks on their businesses. Meanwhile, the government refuses to acknowledge the existence of xenophobia or the xenophobic rhetoric in many of these attacks, claiming instead that they are simply the actions of criminal elements. Photographs published in the media of the looting of migrant stores do not tend to feature hardened criminals, but ordinary citizens including children in school uniform. -/- Migrant businesses are portrayed by officials, citizens and the media as having a negative impact on the South African economy and undermining the livelihoods of South Africans. The prevalence of such perceptions helps to explain growing xenophobic sentiment against migrants and refugees. Contrary to these popular perceptions, an emerging literature on migrant entrepreneurship is beginning to demonstrate the positive economic contributions of migrants and refugees to the country. This report examines the nature of informal migrant and refugee entrepreneurship in Cape Town and whether or not the negative stereotypes have any validity. It also seeks to examine what economic contributions migrants and refugees make to the local economy. -/- The report is based on the research conducted by the Growing Informal Cities project, a partnership between SAMP/IMRC, the African Centre for Cities at the University of Cape Town, the Gauteng City-Region Observatory (GCRO) and Eduardo Mondlane University in Maputo. A questionnaire was administered to a sample of 518 migrant owners of microenterprises, which had to meet three basic criteria for inclusion: (a) owned by a non-South African; (b) in operation for at least two years; and (c) unregistered with the South African Revenue Services (SARS). Although migrant entrepreneurs are located in most areas of the city, certain areas have particular concentrations of migrant-owned businesses. "e questionnaires were administered in four such areas: Imizamo Yethu, Philippi, Bellville, and Cape Town CBD. Thirty in-depth interviews were also conducted with selected owners of informal micro-enterprises. Two focus group discussions were held in the Cape Town CBD and Philippi respectively. Fifteen key informant interviews were held with various stakeholders in Cape Town to understand the operation and constraints faced by migrants operating in the city’s informal economy. -/- The major findings of the personal profile of the migrant and refugee entrepreneurs were as follows: -/- • The entrepreneurs came from over 20 different countries of which Zimbabwe, Somalia, the Democratic Republic of the Congo (DRC), Nigeria, Malawi, Ethiopia and Cameroon were the most prominent. Just over a third were from other countries in the SADC. The prominence of Zimbabwean entrepreneurs in the Cape Town informal economy is not surprising, given the events in that country over the past decade and a half and resultant mass migration to South Africa. A total of 57% of the entrepreneurs were from other African countries, especially the DRC, Somalia, Nigeria and Ethiopia. "e majority of migrants from these countries (except Nigeria) came to South Africa as refugees. -/- • A third of the entrepreneurs had refugee permits. Of these, nearly 60% came from only three countries: the DRC, Ethiopia and Somalia. A further 31% held asylum-seeker permits. Of these, 32% were Zimbabwean while another 30% came from DRC, Ethiopia and Somalia. Nearly 12% had permanent residence permits while 8% were holders of work permits. Only 7% of the respondents indicated that they did not have official documentation to stay in South Africa. Thus, the majority of migrant entrepreneurs have forced migrants who are entitled to human rights protection under international and South African refugee law. • Very few of the entrepreneurs entered South Africa before 1994. Only 8% arrived in the immediate post-apartheid years. While another 20% came in the period 2000to 2004, the vast majority (70%) came during the last decade. As many as 44% arrived between 2005 and 2009 and a further 27% thereafter. Migration from Zimbabwe, in particular, escalated between 2005 and 2009 as the country plunged deeper into crisis. • Despite the perception that unemployment at home is a driver of migration to South Africa, only 14% of the entrepreneurs were unemployed immediately before leaving for South Africa. Another 19% were students. Twenty-six percent were working in the informal economy in their home countries. -/- .......INCOMPLETE..... (shrink)

Four studies are reported that employed an object location task to assess temporal–causal reasoning. In Experiments 1–3, successfully locating the object required a retrospective consideration of the order in which two events had occurred. In Experiment 1, 5- but not 4-year-olds were successful; 4-year-olds also failed to perform at above-chance levels in modified versions of the task in Experiments 2 and 3. However, in Experiment 4, 3-year-olds were successful when they were able to see the object being placed first in (...) one location and then in the other, rather than having to consider retrospectively the sequence in which two events had happened. The results suggest that reasoning about the causal significance of the temporal order of events may not be fully developed before 5 years. (shrink)

Four experiments examined children's ability to reason about the causal significance of the order in which 2 events occurred (the pressing of buttons on a mechanically operated box). In Study 1, 4-year-olds were unable to make the relevant inferences, whereas 5-year-olds were successful on one version of the task. In Study 2, 3-year-olds were successful on a simplified version of the task in which they were able to observe the events although not their consequences. Study 3 found that older (...) children had difficulties with the original task even when provided with cues to attend to order information. However, 5-year-olds performed successfully in Study 4, in which the causally relevant event was made more salient. (shrink)

Anomaly in English law between age of children's permitted consent to treatment and much lower age of criminal responsibility.

While children’s interaction with digital technologies is a matter of interest around the world, evidence based on nationally representative data about how integrated these tools are in children’s everyday life is still limited in New Zealand. This research report presents findings from a study that explores children’s internet access, online skills, practices, and opportunities. This report is part of Netsafe’s research project Ngā taiohi matihiko o Aotearoa - New Zealand Kids Online, and our first publication as a member of Global (...) Kids Online. Generating insightful, reliable evidence about New Zealand children’s online experiences is vital to develop adequate support that reflects children’s experiences and needs. This, in turn, will help them to manage online risks and potential harm from behaviours such as cyberbullying, harassment, and other forms of abuse and intimidation. (shrink)

Paternalism is widely viewed as presumptively justifiable for children but morally problematic for adults. The standard explanation for this distinction is that children lack capacities relevant to the justifiability of paternalism. I argue that this explanation is more difficult to defend than typically assumed. If paternalism is often justified when needed to keep children safe from the negative consequences of their poor choices, then when adults make choices leading to the same negative consequences, what makes paternalism less justified? It seems (...) true that ordinary adults have capacities enabling them to promote their interests in ways most children lack. This can explain why paternalism is more often justified towards children than adults. What is not explained, however, is why paternalism would be justifiable for children, but not adults, when neither possess the relevant interest-promoting capacities—exactly the cases when paternalism towards adults might be considered. I argue that this dilemma undercuts capacities-based explanations for the belief that childhood is distinctively relevant for the permissibility of paternalism. I then address defenses of both consequentialist and deontological versions of the capacities-based explanation. Absent this capacities-based explanation, I argue that the intuition that less demanding justificatory standards apply to paternalism when directed at children than when directed towards adults presents unresolved problems for egalitarians. (shrink)

While children’s experiences of online risks and harm is a growing area of research in New Zealand, public discussion on the matter has largely been informed by mainstream media’s fixation on the dangers of technology. At best, debate on risks online has relied on overseas evidence. However, insights reflecting the New Zealand context and based on representative data are still needed to guide policy discussion, create awareness, and inform the implementation of prevention and support programmes for children. This research report (...) presents findings from a quantitative study regarding different aspects related to risks and online safety. It looks at the online experiences that children find bothersome and upsetting and explores the hurtful behaviours they encounter or engage in, both online and in person. Evidence regarding exposure to different types of potentially harmful online content is also presented. Another relevant contribution is the insights related to excessive internet use.The findings presented in this report are based on data from 2,061 New Zealand children aged 9-17. We hope the findings will contribute to the development of policies, practices and services designed to support New Zealand children to safely take advantage of the opportunities available to them online. (shrink)

The relative efficiency of an action is a central criterion in action control and can be used to predict others’ behavior. Yet, it is unclear when the ability to predict on and reason about the efficiency of others’ actions develops. In three main and two followup studies, 3- to 6-year-old children (n = 242) were confronted with vignettes in which protagonists could take a short (efficient) path or a long path. Children predicted which path the protagonist would take and why (...) the protagonist would take a specific path. The 3-year-olds did not take efficiency into account when making decisions even when there was an explicit goal, the task was simplified and made more salient, and children were questioned after exposure to the agent’s action. Four years is a transition age for rational action prediction, and the 5-year-olds reasoned on the efficiency of actions before relying on them to predict others’ behavior. Results are discussed within a representational redescription account. (shrink)

The current work investigated the extent to which children (N=171 6- to 8-year-olds) and adults (N = 94) view punishment as redemptive. In Study 1, children—but not adults—reported that “mean” individuals became “nicer” after one severe form of punishment (incarceration). Moreover, adults expected “nice” individuals’ moral character to worsen following punishment; however, we did not find that children expected such a change. Study 2 extended these findings by showing that children view “mean” individuals as becoming “nicer” following both severe (incarceration) (...) and relatively minor (time-out) punishments, suggesting that the pattern of results from Study 1 generalizes across punishment types. Together, these studies indicate that chil- dren—but not adults—may view punishment as a vehicle for redemption. (shrink)

Cognitive incompetence cannot adequately explain the special character of children's moral status. It is, in fact, because children lack preference structures that are sufficiently stable over time that they are not ’temporally extended agents’. They are best viewed as 'special agents’, and parents have the responsibility of fostering the development of temporally extended agency and other necessary related moral capacities. Parental authority should be exercised with the view to assisting children to acquire the capacities that facilitate their transition from (...) 'special agents’ to full and functioning members of the moral community. (shrink)

Worldwide, many impoverished parents migrate, leaving their children behind. As a result children are deprived of continuity in care and, sometimes, suffer from other forms of emotional and developmental harms. I explain why coercive responses to care drain are illegitimate and likely to be inefficient. Poor parents have a moral right to migrate without their children and restricting their migration would violate the human right to freedom of movement and create a new form of gender injustice. I propose and defend (...) an institutional solution. Taxes levied on the remittances sent by temporary migrants ought to be used to provide migrants' children with psychological counselling in order to mitigate the harm resulted from discontinuity in care. (shrink)

This collection of articles was written over the last 10 years and the most important and longest within the last year. Also I have edited them to bring them up to date (2016). The copyright page has the date of this first edition and new editions will be noted there as I edit old articles or add new ones. All the articles are about human behavior (as are all articles by anyone about anything), and so about the limitations of having (...) a recent monkey ancestry (8 million years or much less depending on viewpoint) and manifest words and deeds within the framework of our innate psychology as presented in the table of intentionality. As famous evolutionist Richard Leakey says, it is critical to keep in mind not that we evolved from apes, but that in every important way, we are apes. If everyone was given a real understanding of this (i.e., human ecology and psychology) in school, maybe civilization would have a chance. -/- In my view these articles and reviews have many novel and highly useful elements, in that they use my own version of the recently (ca. 1980’s) developed dual systems view of our brain and behavior to lay out a logical system of rationality (personality, psychology, mind, language, behavior, thought, reasoning, reality etc.) that is sorely lacking in the behavioral sciences (psychology, philosophy, literature, politics, anthropology, history, economics, sociology etc.). The philosophy centers around the two writers I have found the most important, Ludwig Wittgenstein and John Searle, whose ideas I combine and extend within the dual system (two systems of thought) framework that has proven so useful in recent thinking and reasoning research. As I note, there is in my view essentially complete overlap between philosophy, in the strict sense of the enduring questions that concern the academic discipline, and the descriptive psychology of higher order thought (behavior). Once one has grasped Wittgenstein’s insight that there is only the issue of how the language game is to be played, one determines the Conditions of Satisfaction (what makes a statement true or satisfied etc.) and that is the end of the discussion. -/- Now that I think I understand how the games work I have mostly lost interest in philosophy, which of course is how Wittgenstein said it should be. But since they are the result of our innate psychology, or as Wittgenstein put, it due to the lack of perspicuity of language, the problems run throughout all human discourse, so there is endless need for philosophical analysis, not only in the ‘human sciences’ of philosophy, sociology, anthropology, political science, psychology, history, literature, religion, etc., but in the ‘hard sciences’ of physics, mathematics, and biology. It is universal to mix the language game questions with the real scientific ones as to what the empirical facts are. Scientism is ever present and the master has laid it before us long ago, i.e., Wittgenstein (hereafter W) beginning principally with the Blue and Brown Books in the early 1930’s. -/- "Philosophers constantly see the method of science before their eyes and are irresistibly tempted to ask and answer questions in the way science does. This tendency is the real source of metaphysics and leads the philosopher into complete darkness." (BBB p18) -/- Nevertheless, a real understanding of Wittgenstein’s work, and hence of how our psychology functions, is only beginning to spread in the second decade of the 21st century, due especially to P.M.S. Hacker (hereafter H) and Daniele Moyal-Sharrock (hereafter DMS),but also to many others, some of the more prominent of whom I mention in the articles. -/- When I read ‘On Certainty’ a few years ago I characterized it in an Amazon review as the Foundation Stone of Philosophy and Psychology and the most basic document for understanding behavior, and about the same time DMS was writing articles noting that it had solved the millennia old epistemological problem of how we can know anything for certain. I realized that W was the first one to grasp what is now characterized as the two systems or dual systems of thought, and I generated a dual systems (S1 and S2) terminology which I found to be very powerful in describing behavior. I took the small table that John Searle (hereafter S) had been using, expanded it greatly, and found later that it integrated perfectly with the framework being used by various current workers in thinking and reasoning research. -/- Since they were published individually, I have tried to make the book reviews and articles stand by themselves, insofar as possible, and this accounts for the repetition of various sections, notably the table and its explanation. I start with a short article that presents the table of intentionality and briefly describes its terminology and background. Next, is by far the longest article, which attempts a survey of the work of W and S as it relates to the table and so to an understanding or description (not explanation as W insisted) of behavior. -/- The key to everything about us is biology, and it is obliviousness to it that leads millions of smart educated people like Obama, Chomsky, Clinton and the Pope to espouse suicidal utopian ideals that inexorably lead straight to Hell On Earth. As W noted, it is what is always before our eyes that is the hardest to see. We live in the world of conscious deliberative linguistic System 2, but it is unconscious, automatic reflexive System 1 that rules. This is Searle’s The Phenomenological Illusion (TPI), Pinker’s Blank Slate and Tooby and Cosmides Standard Social Science Model. Democracy and equality are wonderful ideals, but without strict controls, selfishness and stupidity gain the upper hand and soon destroy any nation and any world that adopts them. The monkey mind steeply discounts the future, and so we sell our children’s heritage for temporary comforts. -/- The astute may wonder why we cannot see System 1 at work, but it is clearly counterproductive for an animal to be thinking about or second guessing every action, and in any case there is no time for the slow, massively integrated System 2 to be involved in the constant stream of split second ‘decisions’ we must make. As W noted, our ‘thoughts’ (T1 or the thoughts of System 1) must lead directly to actions. It is my contention that the table of intentionality (rationality, mind, thought, language, personality etc.) that features prominently here describes more or less accurately, or at least serves an heuristic for how we think and behave, and so it encompasses not merely philosophy and psychology but everything else (history, literature, mathematics, politics etc.). Note especially that intentionality and rationality as I (along with Searle, Wittgenstein and others) view it,includes both conscious deliberative System 2 and unconscious automated System 1 actions or reflexes. -/- Thus all the articles, like all behavior, are intimately connected if one knows how to look at them. As I note, The Phenomenological Illusion (oblivion to our automated System 1) is universal and extends not merely throughout philosophy but throughout life. I am sure that Chomsky, Obama, Zuckerberg and the Pope would be incredulous if told that they suffer from the same problem as Hegel, Husserl and Heidegger, but it’s clearly true. While the phenomenologists only wasted a lot of people’s time, they are wasting the earth. -/- My writings are available in updated versions as paperbacks and Kindles on Amazon. -/- Talking Monkeys: Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet - Articles and Reviews 2006-2017 (2017) ASIN B071HVC7YP. -/- The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle--Articles and Reviews 2006-2016 (2017) ASIN B071P1RP1B. -/- Suicidal Utopian Delusions in the 21st century: Philosophy, Human Nature and the Collapse of Civilization - Articles and Reviews 2006-2017 (2017) 2nd printing with corrections (Feb 2018) ASIN B0711R5LGX -/- Suicide by Democracy: an Obituary for America and the World (2018) ASIN B07CQVWV9C . (shrink)

In the last twenty eight years DreamBoat Children’s theatre has gained prominence in South-South Nigeria. Its operations have become more professional and have received more attention within the school system. But this was not so in the beginning. The study set out to find out what factors led to this development. Qualitative method was used to gather data from children, teachers and practitioners as well as observation of many DreamBoat’s children’s theatre productions across two states of Cross River and Akwa (...) Ibom. Data was gathered from over 500 children and two hundred teachers in four towns. The principal question the study sought to answer was: How can the DreamBoat children’s theatre performances help the child perceive patterns, relations feelings and produce an inner meaning? Or how do children experience theatre aesthetically? The research findings revealed that the type of stories enacted were the principal framework of transmitting meanings to young persons, the play is the heart of production and another aesthetics medium is the style of production. This is the icing on the cake it adds colours, sparkle and glamour. Conclusively as Children’s theatre producers work to stir the souls of young people by bringing them universal themes, feeding their imagination and giving beauty and fantasy enshrined in theatre which embodies all arts, then and only then will valuable contributions be made to the growth of creative individuals who will hold the baton for generations yet unborn. (shrink)

In this paper I argue that reference to a developmental account of agency can help explain, and in cases also alter, our current practices when it comes to the non-consensual medical treatment of children. It does this through its explanation of how stages of development impact the types of interests we have.

An enduring puzzle in philosophy and developmental psychology is how young children acquire number concepts, in particular the concept of natural number. Most solutions to this problem conceptualize young learners as lone mathematicians who individually reconstruct the successor function and other sophisticated mathematical ideas. In this chapter, I argue for a crucial role of testimony in children’s acquisition of number concepts, both in the transfer of propositional knowledge (e.g., the cardinality concept), and in knowledge-how (e.g., the counting routine).

Although other animals can make simple tools, the expanded and complex material culture of humans is unprecedented in the animal kingdom. Tool making is a slow and late-developing ability in humans, and preschool children find making tools to solve problems very challenging. This difficulty in tool making might be related to the lack of familiarity with the tools and may be overcome by children's long term perceptual-motor knowledge. Thus, in this study, the effect of tool familiarity on tool making (...) was investigated with a task in which 5-to-6-year-old children (n = 75) were asked to remove a small bucket from a vertical tube. The results show that children are better at tool making if the tool and its relation to the task are familiar to them (e.g., soda straw). Moreover, we also replicated the finding that hierarchical complexity and tool making were significantly related. Results are discussed in light of the ideomotor approach. (shrink)

From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves (...) from assumptions and closed-mindedness. They should liberate themselves from pedagogy of fear and “banking education” in order to act freely in an educational space characterized by improvisation that cultivates participation of the children. Here, the text is based on normalizing education principles, counter-education and diasporic-education approaches in order to ensure openness and inclusiveness. In the second, they should embrace enabling-identity views and practices in order to make the community of inquiry as identity-broad and -rich as possible, recognizing and legitimizing the participants’ differences. Here, the text is based on principles such as recognizing power games as part of the community, ensuring multi-narratives human environment and enabling epistemic justice in order to ensure perspectival multiplicity, multiple identities, and the legitimization of difference characterized by pedagogy of search. (shrink)

In this paper, I investigate the relationship between carefreeness and the valuable goods that constitute a good childhood. I argue that carefreeness is necessary for children to develop positive affective responses to worthwhile projects and relationships, and so is necessary for children to endorse the valuable goods in their lives. One upshot of my discussion is that a child who is allowed to play, who receives an adequate education, and who has loving parents, but who lacks the psychological disposition of (...) carefreeness leads an impoverished life, even if she might lead a good life in adulthood. (shrink)

Research suggests that parents tend to largely underestimate their child’s engagement in risky and/or hurtful behaviours as well as their experiences of harm online. While helpful, the available international evidence is not only limited but also does not reflect the New Zealand context. In addition, understanding parental knowledge of the online experiences of children is important as parents play a critical role in helping their child to prevent or deal with bothering experiences and risky behaviours as well as providing children (...) with emotional support when things go wrong online. To help close the gap of New Zealand-based evidence on the topic, this factsheet presents findings from a quantitative study conducted with New Zealand parents and their children. The objectives of the study are to measure parental knowledge of children’s experiences of risks and harm online, and to compare parents’ level of awareness with their child’s self-reported experiences. The study found a mismatch between parents’, caregivers’ and whānau awareness and their children’s reports of bothering or upsetting experiences online. (shrink)

Adults' judgments regarding punishment can have important social ramifications. However, the origins of these judgments remain unclear. Using the legal system as an example domain in which people receive punishment, the current work employed two complementary approaches to examine how punishment-related concepts emerge. Study 1 tested both 6- to 8-year-olds and adults to ascertain which components of “end-state” pun- ishment concepts emerge early in development and remain stable over time, and which components of pun- ishment concepts change with age. Children, (...) like adults, agreed with and spontaneously generated behavioral explanations for incarceration. However, children were more likely than adults to attribute incarceration to internal characteristics. Neither children nor adults reported that incarceration stems from societal-level factors such as poverty. Study 2 built on the results of Study 1 by probing the extent to which early punishment-related concepts in the legal domain emerge from a specific form of social experience—namely, parental incarceration. Children of incarcerated parents, like children whose parents were not incarcerated, were more likely to re- ference internal and behavioral factors than societal factors when discussing why people come into contact with the justice system. Taken together, these studies clarify how punishment-related concepts arise and therefore contribute to theories of moral psychology, social cognitive development, and criminal justice. (shrink)